Search results for: Teacher response
Page 1/1 10 items
In this article, the authors examine the impact Reading Rocks (RR) had on preservice teachers’ learning. The Reading Rocks (RR) is a yearlong, school-based tutoring program, intentionally designed to scaffold two different tutoring experiences—both encouraging learner-centered, responsive teaching. The preservice teachers reported the importance of collaboration with their tutoring buddies, peers, families, and classroom teachers, and that through the yearlong tutoring experience, the preservice teachers gained confidence as teachers and a sense of efficacy as caring educators.
Updated: Jun. 25, 2014
Exploring the Emotional Geographies of Parent–Teacher Candidate Interactions: An Emerging Signature Pedagogy
This article explores preservice teachers’ emotional responses to simulated parent–teacher conferences. This article examines data collected during the teachers’ post-simulation debriefings, focusing specifically on their emotional responses to their interactions with standardized parents across six distinct parent conferencing contexts. The post-simulation data reflect the emergence of emotional geographies between teacher candidates and standardized parents as they engage in simulated parent–teacher conferences. The data provide evidence of candidates’ wrestling with a professional geography. Furthermore, teacher candidates report being frustrated and angry with themselves as they immediately experience an expansion of their moral geography.
Updated: Oct. 09, 2013
The purpose of this article is to provide an overview of a classroom-based child-centered elementary classroom management approach and compare and contrast a teacher-led approach using a vignette. The authors conclude that the benefits of child-centered classroom management include reducing classroom disruptions, child emotional distress, teacher stress, and facilitating development of positive relationships between teachers and students.
Updated: Aug. 28, 2013
The purpose of this study is to investigate ethical dilemmas in critical incidents and the emerged responses that these incidents elicit. The critical incidents revealed a multifaceted model of ethical dilemmas, among them clashing with rules, standards, or norms in school. Furthermore, the findings also revealed a multitude of derived responses.
Updated: Dec. 29, 2011
Inclusion or Exclusion?: A Narrative Inquiry of a Language Teacher’s Identity Experience in the ‘New Work Order’ of Competing Pedagogies
The current article explores how an EFL teacher negotiates her identity to adapt to the ‘new work order’ in an English education department at a university in China. From a narrative inquiry perspective, the research illuminates the complexity of teacher identity in educational reforms. The findings show that teachers need to shift their identities to survive change.
Updated: Dec. 21, 2011
Teacher Learning in an Era of High-Stakes Accountability: Productive Tension and Critical Professional Practice
This study draws on social learning and activity theories to examine the specific factors that support equity-minded teachers to navigate accountability-driven language arts reforms. Furthermore, the study examines the specific barriers that might hinder teachers from serving marginalized students—particularly English Learners—in an era of accountability, and how particular contextual factors mediate teachers’ responses to accountability pressures. Findings underscore the importance of balanced leadership in an era of high- stakes accountability, particularly as it relates to teacher professionalism, learning, and agency.
Updated: Oct. 10, 2011
This article provides an account of professional learning in action. The authors documented the experiences of three upper primary teachers as they engaged in reflection-on-action with the assistance of an academic mentor. Video-stimulated recall was used as a mechanism to encourage productive reflective practice. The results indicated that although it was a powerful medium for stimulating reflection, and the teachers indicated that it was a beneficial process, there was limited evidence to suggest that it resulted in substantial changes to their practices.
Updated: Nov. 29, 2010
In the phenomenological study from which this theoretical article derives, 18 middle school teachers were asked to describe moments when they recognized and responded to a student who did not understand something during an instructional activity. Based on his data analysis, the author identified an essential meaning structure and 10 patterns of meaning that describe the structure. In this article the author explicates the essential meaning structure, highlights the patterns of meaning which were identified, and then illuminates one of the four patterns of meaning specifically related to recognition - perceiving body language. In doing so, the author could then reflect theoretically and practically on this aspect.
Updated: Jan. 31, 2010
Prospective Teachers’ Reasoning and Response to A Student’s Non-Traditional Strategy When Dividing Fractions
This study examined the reasoning and responses of prospective elementary and secondary teachers to a student’s non-traditional strategy for dividing fractions. The authors used a teaching-scenario task to explore the teachers' reasoning and responses. Six categories of reasoning were constructed, making a distinction between deep and surface layers. The connections between the participants’ reasoning, their teaching response, and their beliefs about mathematics teaching were investigated. The authors found that there were not only differences but also similarities between the prospective elementary and secondary teachers’ reasoning and responses.
Updated: Oct. 14, 2009
The paper presents findings from a qualitative case study of a public Montessori magnet school in the United States. It focuses on two teachers' experiences, identifying how their teaching is situated in school scripts. Those teachers utilized contradicting school scripts for a variety of purposes and to incorporate diverse practices. The paper describes the teachers' experiences of and responses to contradicting scripts.
Updated: Mar. 26, 2009